Relationships Among School-Based Agriculture Educators in Multi-Teacher Departments: Managing Conflict and Competition

Abstract

This research aimed to identify situational factors causing conflict among multiple School-Based Agriculture Education (SBAE) teachers. It explores non-traditional variables, such as attribution, which affect teacher longevity and success. The dynamics of teacher relationships in multi-teacher departments are complex and can lead to elevated levels of efficacy and notable ineffectiveness (Vallone et al., 2022). While many SBAE programs have a single teacher managing various responsibilities within the agricultural education model, larger school systems often feature multi-teacher departments and workgroups. Boone and Boone (2009) highlighted critical challenges for SBAE teachers, including opportunities to improve relationships with faculty and peers. This research investigates the factors contributing to conflict in multi-teacher departments. It investigated whether conflict management and resolution skills are taught in educator preparation programs, SBAE teacher associations, and the school systems where SBAE teachers work. SBAE teachers were surveyed on several topics, including the professional duties outlined in the 3-Circle model, positive and negative perspectives on teaching partners, interworking measures, and potential causes of dysfunction in multi-teacher settings. The survey instrument also included questions from the Thomas-Kilmann Conflict Mode Instrument. The findings indicated that SBAE teachers primarily employed avoiding and compromising conflict management modes in their professional interactions.